Cartografia Social: mapear para fortalecer

Abstract

Chapada Diamantina, particularly the municipality of Piatã, has been experiencing a series of socio-environmental conflicts in recent years. The expansion of large-scale mining activity, agribusiness and wind energy place a logic of territorial appropriation that is quite different from the historical local occupation, generating important discussions about the future of the region. Given this context, the present work aimed to develop educational actions guided by the assumptions of social cartography, in a rural school, to enable high school students at the Colégio Estadual de Inúbia, to know, experience, map and provide tools for understanding their territories and territorialities, taking into account the ancestry, history, culture, territorial occupation and the relationship with the nature of their communities. Through collaborative-action-research with the participation of 183 students over a period of 6 months, a didactic sequence was planned and developed with activities - which also served as data production instruments/procedures - involving mind maps, oral research, school census, film analysis, preparation of social cartography of communities and discussions on issues brought about by socio-environmental conflicts in the region and the possibility of expanding these potentially degrading activities to the surroundings of the study site. The main results indicated that the didactic sequence, supported by the assumptions of social cartography, had an important role in increasing students' affection for their territories, expanding their instrumentalization for territorial defense and producing an empowering effect on young people in the region, by producing fundamental knowledge to guide their understanding of the future of their communities.